An ethic of care in two community focused schools in Wales

Evans, Ceryn; Welton, Nichola; Pitman, Jessica; Clegg, Zoe; Williams, Darrel

doi:10.1080/02671522.2024.2381114

Journal article 237 views 7 downloads

An ethic of care in two community focused schools in Wales

Ceryn Evans

, Nichola Welton, Jessica Pitman, Zoe Clegg, Darrel Williams

Research Papers in Education, Pages: 1 - 18

Swansea University Authors: Ceryn Evans , Zoe Clegg

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DOI (Published version): 10.1080/02671522.2024.2381114

Abstract

The relational dimension of schooling has been identified as an important aspect of educational professionals’ everyday practices, yet little is known about how mainstream schools go about the day-to-day act of fostering positive and trusting relationships with children and parents. This paper draws...

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Published in:	Research Papers in Education
ISSN:	0267-1522 1470-1146
Published:	Informa UK Limited 2024
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa66903

first_indexed	2024-06-27T10:59:50Z
last_indexed	2024-12-02T19:44:39Z
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spelling	2024-12-02T15:34:15.6126399 v2 66903 2024-06-27 An ethic of care in two community focused schools in Wales 8667761b1ae1cf33956bb056c4367452 0000-0002-0019-1017 Ceryn Evans Ceryn Evans true false 5af6dca23be2447430d5d36bcab61fc0 Zoe Clegg Zoe Clegg true false 2024-06-27 SOSS The relational dimension of schooling has been identified as an important aspect of educational professionals’ everyday practices, yet little is known about how mainstream schools go about the day-to-day act of fostering positive and trusting relationships with children and parents. This paper draws on data generated from a case study involving two schools in Wales which sought to understand how schools foster positive relationships with parents and children. Interviews and focus groups with staff, parents and pupils at two community focused schools in Wales revealed that an ethic of care was crucial to the formation of quality trusting relationships between staff, parents and pupils. It will be argued that the caring relationships which school staff grafted with parents and pupils through day-to-day acts were inextricably bound with their wider social contexts and location in areas of significant socio-economic disadvantage. In this sense, these schools’ wider social contexts informed how they interpreted and enacted policy agendas around both academic performance and community schooling. It is therefore suggested that the fostering of a relational dimension of schooling is crucial to the development of a community focused schools’ agenda in Wales. Journal Article Research Papers in Education 0 1 18 Informa UK Limited 0267-1522 1470-1146 Ethic of care; community focused schools; relationships 19 7 2024 2024-07-19 10.1080/02671522.2024.2381114 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University; Welsh Government 2024-12-02T15:34:15.6126399 2024-06-27T10:58:01.8004676 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Ceryn Evans 0000-0002-0019-1017 1 Nichola Welton 2 Jessica Pitman 3 Zoe Clegg 4 Darrel Williams 5 66903__31012__cd9912c688bc44f3ba4de71c05f21247.pdf 66903.VoR.pdf 2024-07-31T12:07:14.7230705 Output 795306 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/ licenses/by/4.0/
title	An ethic of care in two community focused schools in Wales
spellingShingle	An ethic of care in two community focused schools in Wales Ceryn Evans Zoe Clegg
title_short	An ethic of care in two community focused schools in Wales
title_full	An ethic of care in two community focused schools in Wales
title_fullStr	An ethic of care in two community focused schools in Wales
title_full_unstemmed	An ethic of care in two community focused schools in Wales
title_sort	An ethic of care in two community focused schools in Wales
author_id_str_mv	8667761b1ae1cf33956bb056c4367452 5af6dca23be2447430d5d36bcab61fc0
author_id_fullname_str_mv	8667761b1ae1cf33956bb056c4367452_*_Ceryn Evans 5af6dca23be2447430d5d36bcab61fc0_*_Zoe Clegg
author	Ceryn Evans Zoe Clegg
author2	Ceryn Evans Nichola Welton Jessica Pitman Zoe Clegg Darrel Williams
format	Journal article
container_title	Research Papers in Education
container_volume	0
container_start_page	1
publishDate	2024
institution	Swansea University
issn	0267-1522 1470-1146
doi_str_mv	10.1080/02671522.2024.2381114
publisher	Informa UK Limited
college_str	Faculty of Humanities and Social Sciences
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hierarchy_top_title	Faculty of Humanities and Social Sciences
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hierarchy_parent_title	Faculty of Humanities and Social Sciences
department_str	School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description	The relational dimension of schooling has been identified as an important aspect of educational professionals’ everyday practices, yet little is known about how mainstream schools go about the day-to-day act of fostering positive and trusting relationships with children and parents. This paper draws on data generated from a case study involving two schools in Wales which sought to understand how schools foster positive relationships with parents and children. Interviews and focus groups with staff, parents and pupils at two community focused schools in Wales revealed that an ethic of care was crucial to the formation of quality trusting relationships between staff, parents and pupils. It will be argued that the caring relationships which school staff grafted with parents and pupils through day-to-day acts were inextricably bound with their wider social contexts and location in areas of significant socio-economic disadvantage. In this sense, these schools’ wider social contexts informed how they interpreted and enacted policy agendas around both academic performance and community schooling. It is therefore suggested that the fostering of a relational dimension of schooling is crucial to the development of a community focused schools’ agenda in Wales.
published_date	2024-07-19T02:50:08Z
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An ethic of care in two community focused schools in Wales

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